In this article, Caroline Vollans connects with an author whose own experience of dyslexia has given her a passion for every child to celebrate their uniqueness. Caroline also shares thoughts from an early years educator and a childminder about using story to explore and celebrate difference.

Recognising and celebrating difference is a relatively new idea. It wasn’t too long ago when we highlighted the similarities between people as means of acceptance. For instance, not noticing differences in skin colour - being so called ‘colour-blind’ – was seen as progressive, a positive thing. Hannah Peckham’s work is all about accepting others, but she comes at it from a more current angle.

Hannah, a counsellor for young people, writes picture books all about focussing on our differences. This being the route to self-acceptance and acceptance of others. In her books, she highlights the processes involved in learning to accept our differences and, indeed, celebrate them.  

These themes are clearly important for young children’s Personal, Social and Emotional Development (PSED) and Communication and Language, two of the three prime areas of learning and development in the EYFS. Understanding the World, one of the four specific areas, also says, ‘listening to a broad selection of stories, non-fiction, rhymes and poems will foster their understanding of our culturally, socially, technologically and ecologically diverse world.’

Picture books can provide an enjoyable resource for addressing these.  

Hannah talks about her books

‘Each of my books promotes key social and emotional learning opportunities. The common theme that I try to weave throughout the stories is inclusion culture and the celebration of difference.  

‘Conker the Chameleon follows the story of a chameleon who, unlike his counterparts, can’t change his colour to express how he is. Climb tells us about an elephant who wants to climb a tree to prove her worth to the monkeys and Bronty’s Battle Cry is about a dinosaur whose passion for singing does not fit in well with being a roaring dinosaur.’ 

Hannah’s stories explore the common human state of self-dissatisfaction, however that may be experienced. She rejects any notion that the solution to this is to fit in with others or change to be like them.

Hannah explains, ‘The characters in the stories go on a journey of self-realisation discovering the importance of their unique attributes. They find that these are worthy not only of acceptance but celebration’.

Young children have the opportunity to learn about difference and possible ways of overcoming the challenges of feeling and being different.  

The importance of recognising difference in the early years

Development Matters, the Non-Statutory Curriculum Guidance for the EYFS (DfE, 2021), points out the importance of children having the ability to notice and asking questions about difference. This might be about skin colour; types of hair; gender; special needs; and disabilities, culture, religion.

It states: ‘Be open to what children say about differences and answer their questions straightforwardly. Help children develop positive attitudes towards diversity and inclusion.’ And, importantly, ‘Help all children to feel that they are valued, and they belong’. 

The Equality Act requires any organisation which is carrying out a public function to: 

·         eliminate discrimination

·         advance equality of opportunity

·         foster good relations between different people when carrying out their activities

The Professional Association for Childcare and the Early Years (PACEY) draws our attention to our duties under the Equality Act (2010) which they say, ‘brings together several areas of discrimination which are known as protected characteristics. This includes age, disability, gender reassignment, race, religion, belief, sex, sexual orientation, marriage and civil partnership, pregnancy and maternity.’ 

PACEY go on to say, ‘As a provider this means you need to ensure that you meet a number of requirements. In terms of diversity and inclusion this includes:

• Making sure your setting’s documentation reflects this Act and is understood by all parents carers and staff.
• Ensuring you create an inclusive environment.
• Being confident that your resources and planning promotes equality, diversity and inclusion.’  

Interactive reading is a way of addressing each of these points. Both the pictures and words prompt back and forth (or ‘serve and return’) conversations between adults and children. Well-illustrated books provide a way in for all children, both verbally or non-verbally.  

Having conversations about the complications of being different and ways of resolving this should help young children develop an attitude of acceptance: valuing themselves and each other.

Responses from the sector

Tania Choudhury, SEND consultant, comments on Conker:  

‘Hannah Peckham's book is a delightful read. It offers just the right amount of humour with a moral behind each page. In Conker, the premise of the story is that Conker is a chameleon who cannot change colour. This makes him different and consequently upsets him. He takes the reader on a journey about emotions and differences, before concluding that being different is not so bad after all.  

Interestingly, Peckham's book not only supports readers to identify their emotional states, but also suggests ways in which they can move out of these zones and regulate themselves. The story has a beautiful flow, with a constant rhyme and hints of alliteration: this makes an ideal storybook for helping children to develop their phonological awareness. The illustrations are funny and offer a lot to discuss, and the formatting of the words across the page makes it easy for early readers to identify key words, I would recommend that it is focused upon as a core book’.

Hope, a childminder and mother, talks about Bronty’s Battle Cry:  

‘Bronty’s Battle Cry is full of themes that many young children identify with. Getting lost, feeling frightened by loud noises and being teased are all experiences that are relatable for children who experience difference and not fitting in.

‘When I shared Bronty with four 3-year-olds they particularly noticed the facial expressions of the characters. They are so communicative - Bronty’s sad face is very sad. One of the children said, ‘His eyes look sad’. The worried looks on the faces of the other dinosaurs are easy-to-read. This is particularly helpful for those children who use non-verbal communication.

The shades of light and dark in the illustrations also help tell the story – visually it’s an accessible and expressive book.

The point at which Bronty sings his fears marks the turning point in the story. The illustrations show that he is triumphing. He is owning his individuality, and the other dinosaurs recognise that they have something to learn. They respect him and look up reverently to a proud and confident Bronty.

One of the children hit the nail on the head when she said, “Now they like it when Bronty sings.’

The messages are clear. Expressing our emotions gives us agency and the power to change. And, if we are true to ourselves we can help others see the value of this and celebrate it both in themselves and others.  

Bronty’s final words sum it up:

‘So, sing of your talents

and of others’ too.

There’s nothing to fear,

being perfectly you!

Yes, belt out your story;

it’s the best one to sing.

If you can do that,

you can do anything.’   

Being unique

Hannah comments on the motivation for her work, ‘We would never allow a child to bake a cake alone for the first time with no help. It’d be nothing other than a kitchen disaster! Yet, when I was growing up, this is generally what happened when it came to navigating emotions.  

‘My books are certainly influenced by personal experiences that stretch back to my childhood. I wrote Climb, for instance, with reference to my school life. Growing up in the 80s I was the first person in my school to be diagnosed with dyslexia. At times my journey through school felt rather like an elephant trying to climb a tree. Being dyslexic made my own relationship with reading and writing a difficult one, yet my imagination and passion to write songs and poems at an early age were always there.

‘I think my passion for every child to celebrate their uniqueness, find what they love doing and believe that they can, certainly stems back to my experiences of growing up feeling less able. I want something different for my children and all children’.

Hannah’s dedication in Climb sums up her thinking: ‘to the little girl who questioned her worth because of her difference and anyone who has found themselves doing the same’.

We do share one thing in common – that we are all different, unique. If we can help children begin to recognise this as a special aspect of being human, then we will set them off on an invaluable journey. It will stand them in good stead forever.

What better way to do it than through sharing beautiful books.

Further information:

NHS advice about Talking to children about emotions. 

Anna Freud centre: Early Years in Mind: a free online network for early years practitioners.